Preparing for MATH CC Aligned Curriculum Implementation in Grades 3-5 in 2013-14 and Grades 6-8 in 2014-15 (High School Curriculum content should already be aligned to CC to support implementation of Keystones; however, there is still work to be done)
Review the Math Curriculum Framework(long term transfer goals, big ideas, and essential questions) posted on the SAS website
Revise your Course Syllabus (list of topics, tentative timeframe, assessment anchors, and state standards columns) to add new topics/delete topics/change emphasis/change timeframe as a result of the implementation of the Common Core
Discuss your grade level needs with respect to materials you may need to assist with teaching new math concepts; consider sharing materials across grade levels if possible
Note: There is no Kindergarten or 2nd Grade Math Planned Course of Study posted on the website.
Preparing for CC Aligned ELA/Content Area Curriculum Implementationin Grades 3-5 in 2013-14 and Grades 6-8 in 2014-15 (High School Curriculum content should already be aligned to CC to support implementation of Keystones; however, there is still work to be done)
The Common Core requires a focus on NONFICTION (informational texts, biographies, procedural texts, nonfiction narratives) in ALL CONTENT AREAS 1. Reading and Analyzing BIOGRAPHIES as one way to approach nonfiction texts:
For ELA teachers, an easy way to examine texts in conversation with each other is to incorporate biographies into the curriculum. For example, when reading To Kill a Mockingbird, perhaps incorporate a biography on Harper Lee.
Additionally, by providing another medium (i.e. a video) on the person of interest, students can analyze the text in comparison to the video.
See attached article for some generic questions that can be used to help address common core standards when studying biographies.
2. Examining the historical background and context of a novel, play, or poem as an approach to the study of nonfiction:
At a cursory level, you can incorporate the study of the historical context of a novel. When reading Roll of Thunder, Hear My Cry, it would make sense to examine The Great Depression
However, let's consider digging deeper and providing students with opportunities to further understand the depths and complexities of a novel by reading informational texts (first person accounts, memoirs, news articles, magazine articles, Internet articles, etc) that are related to the historical context of the literature being studies. See the article for some additional examples and ideas.
3. Using textual evidence to support inferences within a nonfiction text:
Students must be able to read a nonfiction text and identify and cite direct and indirect statements to demonstrate an understanding of the information found within the text.
We must address the concept of inference as early as in the upper elementary grades
Students must understand that all informational texts are NOT truthful and factual - some contain fallacies, biases, and inaccuracies.
See the article for two general questions that could be attached to an informational text document or passage.
4. Determining a central idea and providing an objective summary
Students should demonstrate the ability to articluate the central or main idea of a text - including the purpose, expected outcome or reason for a nonfiction text, providing specifics from the text to support its purpose
Students should be able to write a summary of the text that is free of bias and personal opinion
See article for a 5 step process that can be used to assist with identifying the central or main idea of a text and a 5 step process that can guide the creation of a summary of a text.
Description- Bounce cards are used to facilitate discussion among students during a unit. They encourage conversation among students that are shy .
How it Works-
Begin by having a student model a conversation while the class observes. It is a good idea to practice with this student prior to the demonstration.
After modeling a conversation that doesn’t result in much conversation, discuss the importance of conversational skills that allow ideas to bounce from one person to the next.
Discuss three approaches to responding to peers’ comments”
Bounce: Students bounce ideas off of each other or extend the idea.
Sum it up: Students restate what their peers say and make connections to what they have to say.
Inquire: Students ask a question in response to what their peers say.
Use the Bounce Card sentence starters to model a conversation.
Students should practice using prepared prompts.
Webb’s Depth of Knowledge (DOK) Tip- Students should be developing everyday conversational skills. Practice with deeper conversations should extend student thinking (Level 4 DoK).
Based on the work of Persida and William Himmele, Total Participation Techniques, pages 68-70.
Debate Team Carousel assists students debating a position from various angles as they answer prompts on a template. This activity allows students to see various sides of an issue and to think about what the opposing and supporting arguments for a certain position might be. This activity works with groups of four or more. Once all the boxes are filled in, the papers are returned to the original owner. How It Works
Create a prompt that requires students to use their judgment and the content presented to take a position. Write the prompt on the board or have it in a slide so students can read it and refer to it as they complete the boxes in the template.
Every student needs a template so they are all responding at the same time. (100% engagement!)
Ask the students to record their judgment and a rationale for what they believe in the first box.
Ask students to pass their papers to the right, and read and add a supporting rationale that goes along with their peer’s judgment (even if they don’t agree).
Ask them to all pass their papers to the right, and read what is in both of their peers’ boxes and add something that might be used as an opposing rationale (whether they agree with the rationale or not).
Ask them to pass their papers to the right and add their own opinion, supporting it with their rationale, in the final box.
Ask students to return their papers to the original owners.
Follow with a whole class discussion during which volunteers share some of the arguments for and against taken from their carousel forms.
How to Ensure Higher-Order Thinking Debate Team Carousel lends itself to the analysis and evaluation of a topic. Be sure not to spell out the arguments for and against. Let the students come to their own judgments based on the learned content. As students consider and record what they believe to be supporting as well as opposing views, they are required to analyze and evaluate material from different perspectives. Rationales for and against can be summarized following the whole group discussion. Pause to Apply How could you use this activity in your content? Here are some examples.
In science questions might focus on applying the content to the real world around them. “Now that we’ve talked about the impact that birdfeeders can have on the ecology of birds, should birdfeeders be banned?”
History lends itself to debate. “Do you think nationalism did more to unite the country’s citizens or to divide them?”
In language arts, yes/no questions can be used with this activity to evaluate literature that is being read. “Do you think that Rob could trust Sistine with the things that are in his suitcase?”
Taken from Total Participation Techniques: Making every student an active learner by Himmele and Himmele (2011)
QUESTIONING TOOLKIT - to promote high level questioning
The Teaching Channel - https://www.teachingchannel.org/ Go to The Teaching Channel for Common Core resources, teacher videos, strategies and lesson plans. Find great ideas and strategies in classroom teaching! LearnZillion - www.learnzillion.com
FREE! Aligned to the Common Core - click on the Common Core Tab, then on the grade level, then on the folder to find specific common core aligned lessons
Create your class(es)
Assign Play Lists Based on Content To Be Covered or Content Covered
High School Alg I, Biology, and Literature curriculum aligned to Keystone Exam eligible content/CC
Keystone Exams administered in Spring 2013 (proposal)
Revise K-5 Math curriculum to align to CC
Update K-5 ELA curriculum to align to CC
2013-2014
Implementation of Grades K-5 Math and ELA curriculum aligned to CC
Implementation of Grades 3-5 PSSA testing aligned to CC
Revise Grades 6-8 Math curriculum to align to CC
Update Grades 6-8 ELA curriculum to align to CC
2014-2015
Implementation of Grades 6-8 Math and ELA curriculum aligned to CC
Implementation of Grades 6-8 PSSA testing aligned to CC
A Guide to Creating Text Dependent Questions for Close Analytic Reading (achievethecore.org)
As a first step in implementing the Common Core Standards for ELA/Literacy, focus on identifying, evaluating, and creating text dependent questions.The standards focus on students’ ability to read closely to determine what a text says explicitly and to make logical inferences from it. Rather than asking students questions about their prior knowledge or experience, the standards expect students to wrestle with text dependent questions: questions that can only be answered by referring explicitly back to the text in front of them. In a shift away from today’s emphasis on narrative writing in response to decontextualized prompts, students are expected to speak and write to sources – to use evidence from texts to present careful analyses, well-defended claims, and clear information.
As a first step in implementing the Common Core Standards for Mathematics, focus strongly where the standards focus. Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, educators are encouraged to use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. Focus deeply on only those concepts that are emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.
1. Keystone Exam Update
2. Project Based Assessment Update
3. PA Alignment to CC
4. PSSA Transition Schedule
5. Aligning CC with the Framework for 21st Century Skills
6. Examination of Resources to Assist with Implementation of the CC
Webb's DoK
Bookmark
Reading and Writing DoK Levels
Application of Webb's DoK to Bloom's Taxonomy
The Teaching Channel - CC Lessons - Teaching Channel- All Content Areas - Teaching Channel is a video showcase -- on the Internet and TV -- of inspiring and effective teaching practices in America's schools.
Graphing with Colors
Sophomore Speeches
Using Stations to Review Key Concepts and Skills
"Kick Me" - Making Vocabulary Interactive
Analyze Literature Critically Using the SIFT Method
Website Resources
Math Curriculum Pathways
CC ELA Curriculum Maps
Keystone Exams
Algebra I, Literature and Biology
Begin implementation in 2014-15
Full implementation 2017 (current 7th grade students)
Grades 3-5 - 2013 field test
Grades 3-5 - 2014 implementation
Grades 6-8 - 2014 field test
Grades 6-8 - 2015 implementation
looking to create a combined ELA assessment - eliminate separate writing assessment
Guide to Aligning the CC State Standards with the Framework for 21st Century Skills
Teaching Channel - All Content Areas - Teaching Channel is a video showcase -- on the Internet and TV -- of inspiring and effective teaching practices in America's schools.
Achieve - All content areas - Achieve is an independent, bipartisan, non-profit education reform organization based in Washington, D.C. that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.
Focus and coherence ¨Focus on key topics at each grade level ¨Coherent progressions across grade levels Balance of concepts and skills ¨Content standards require both conceptual understanding and procedural fluency Mathematical practices ¨Foster reasoning and sense-making in mathematics College and career readiness ¨Level is ambitious but achievable
Math Common Core Resources (MC3) is a resource for understanding and imlementing the Common Core Standards and Practices. The Professional Development page has a link to Inside Mathematics.
The Inside Mathematics web site has a significant collection of videos demonstrating instructional practices at various grade levels. These videos are also grouped by Standard for Mathematical Practice. Classroom materials for complete lessons are grouped by grade in the Tools for Educators section of the site.
NCTM Illuminations - Explore the library of 107 online activities that help to make math come alive in the classroom or at home and view the collection of 606 lessons for preK-12 math educators
ELA & the Common Core
Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative / explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary Standards for reading and writing in history / social studies, science, and technical subjects¨Complement rather than replace content standards in those subjects ¨Responsibility of teachers in those subject areas Alignment with college and career readiness expectations
Excellent Videos to Provide Background & Info. on the Common Core
Common Core Standards/Resources - LiveBinder
http://www.livebinders.com/play/play_or_edit?id=246031#
December 3, 2012 Inservice Day
Common Core Standardshttp://www.corestandards.org/the-standards
Learning to Read the Core: A View from 30,000 Feet
https://www.teachingchannel.org/videos/how-to-read-common-core
ELA Curriculum Framework - Transfer Goals, Big Ideas, & Essential Questions
Math Curriculum Framework - Transfer Goals, Big Ideas, & Essential Questions
Preparing for MATH CC Aligned Curriculum Implementation in Grades 3-5 in 2013-14 and Grades 6-8 in 2014-15 (High School Curriculum content should already be aligned to CC to support implementation of Keystones; however, there is still work to be done)
Preparing for CC Aligned ELA/Content Area Curriculum Implementationin Grades 3-5 in 2013-14 and Grades 6-8 in 2014-15 (High School Curriculum content should already be aligned to CC to support implementation of Keystones; however, there is still work to be done)
Emphasis Guides -
http://www.pdesas.org/standard/PACoreCommon Core Shifts In ELA/Literacy
The Common Core requires a focus on NONFICTION (informational texts, biographies, procedural texts, nonfiction narratives) in ALL CONTENT AREAS
1. Reading and Analyzing BIOGRAPHIES as one way to approach nonfiction texts:
2. Examining the historical background and context of a novel, play, or poem as an approach to the study of nonfiction:
- At a cursory level, you can incorporate the study of the historical context of a novel. When reading Roll of Thunder, Hear My Cry, it would make sense to examine The Great Depression
- However, let's consider digging deeper and providing students with opportunities to further understand the depths and complexities of a novel by reading informational texts (first person accounts, memoirs, news articles, magazine articles, Internet articles, etc) that are related to the historical context of the literature being studies. See the article for some additional examples and ideas.
Informational Texts Part 2.pdf
- Details
- Download
- 176 KB
3. Using textual evidence to support inferences within a nonfiction text:- Students must be able to read a nonfiction text and identify and cite direct and indirect statements to demonstrate an understanding of the information found within the text.
- We must address the concept of inference as early as in the upper elementary grades
- Students must understand that all informational texts are NOT truthful and factual - some contain fallacies, biases, and inaccuracies.
- See the article for two general questions that could be attached to an informational text document or passage.
Informational Texts Part 3.pdf
- Details
- Download
- 182 KB
4. Determining a central idea and providing an objective summaryClassroom Strategies/Techniques to Support Student Engagement and the Implementation of a Common Core Aligned Curriculum in ALL Content Areas
BOUNCE CARDS
Bounce Card - 2 Copies.pdf
- Details
- Download
- 35 KB
Description- Bounce cards are used to facilitate discussion among students during a unit. They encourage conversation among students that are shy .
How it Works-- Use the Bounce Card sentence starters to model a conversation.
- Students should practice using prepared prompts.
Webb’s Depth of Knowledge (DOK) Tip- Students should be developing everyday conversational skills. Practice with deeper conversations should extend student thinking (Level 4 DoK).Based on the work of Persida and William Himmele, Total Participation Techniques, pages 68-70.
DEBATE TEAM CAROUSEL
Debate Team Carousel.pdf
- Details
- Download
- 22 KB
Debate Team Carousel assists students debating a position from various angles as they answer prompts on a template. This activity allows students to see various sides of an issue and to think about what the opposing and supporting arguments for a certain position might be. This activity works with groups of four or more. Once all the boxes are filled in, the papers are returned to the original owner.How It Works
- Create a prompt that requires students to use their judgment and the content presented to take a position. Write the prompt on the board or have it in a slide so students can read it and refer to it as they complete the boxes in the template.
- Every student needs a template so they are all responding at the same time. (100% engagement!)
- Ask the students to record their judgment and a rationale for what they believe in the first box.
- Ask students to pass their papers to the right, and read and add a supporting rationale that goes along with their peer’s judgment (even if they don’t agree).
- Ask them to all pass their papers to the right, and read what is in both of their peers’ boxes and add something that might be used as an opposing rationale (whether they agree with the rationale or not).
- Ask them to pass their papers to the right and add their own opinion, supporting it with their rationale, in the final box.
- Ask students to return their papers to the original owners.
- Follow with a whole class discussion during which volunteers share some of the arguments for and against taken from their carousel forms.
How to Ensure Higher-Order ThinkingDebate Team Carousel lends itself to the analysis and evaluation of a topic. Be sure not to spell out the arguments for and against. Let the students come to their own judgments based on the learned content. As students consider and record what they believe to be supporting as well as opposing views, they are required to analyze and evaluate material from different perspectives. Rationales for and against can be summarized following the whole group discussion.
Pause to Apply
How could you use this activity in your content? Here are some examples.
- In science questions might focus on applying the content to the real world around them. “Now that we’ve talked about the impact that birdfeeders can have on the ecology of birds, should birdfeeders be banned?”
- History lends itself to debate. “Do you think nationalism did more to unite the country’s citizens or to divide them?”
- In language arts, yes/no questions can be used with this activity to evaluate literature that is being read. “Do you think that Rob could trust Sistine with the things that are in his suitcase?”
Taken from Total Participation Techniques: Making every student an active learner by Himmele and Himmele (2011)QUESTIONING TOOLKIT - to promote high level questioning
http://fno.org/nov97/toolkit.html#anchor189985RESOURCES TO ASSIST WITH INCREASING RIGOR IN YOUR CLASSROOM
ADDITIONAL COMMON CORE RESOURCES
The Teaching Channel -
https://www.teachingchannel.org/
Go to The Teaching Channel for Common Core resources, teacher videos, strategies and lesson plans. Find great ideas and strategies in classroom teaching!
LearnZillion - www.learnzillion.com
Grade Level Parent Guides to Student Success - Achieve Common Core Grade Level Parent Guides
Parent Roadmaps - http://cgcs.schoolwires.net/Domain/36
The Common Core Conversation - General Resources and Subject Specific Resources
http://www.commoncoreconversation.com/general-resources.html#sthash.D37YmvCs.dpbs
May 9th Faculty Meeting
PA's Assessment Transition Proposal
PA Alignment to CC
PA Common Core - Draft Standards and Eligible Content -http://www.pdesas.org/Standard/CommonCoreEmphasis Guides -http://www.pdesas.org/Standard/CommonCore - PA Common Core Transition Guides - Math and ELA
Keystone Assessment Anchors and Item & Scoring Samplers -http://www.pdesas.org/module/assessment/Keystone.aspx
CASD Timeline
2012-2013
2013-2014
2014-2015
A Guide to Creating Text Dependent Questions for Close Analytic Reading (achievethecore.org)
As a first step in implementing the Common Core Standards for ELA/Literacy, focus on identifying, evaluating, and creating text dependent questions.The standards focus on students’ ability to read closely to determine what a text says explicitly and to make logical inferences from it. Rather than asking students questions about their prior knowledge or experience, the standards expect students to wrestle with text dependent questions: questions that can only be answered by referring explicitly back to the text in front of them. In a shift away from today’s emphasis on narrative writing in response to decontextualized prompts, students are expected to speak and write to sources – to use evidence from texts to present careful analyses, well-defended claims, and clear information.Math Shifts (achievethecore.org)
As a first step in implementing the Common Core Standards for Mathematics, focus strongly where the standards focus. Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, educators are encouraged to use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. Focus deeply on only those concepts that are emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.Update on National Science Alignment to CC Standards/New Science Assessments
http://blogs.edweek.org/edweek/curriculum/2012/05/nrc_to_develop_framework_for_c.html?intc=esBackchannel for March 5th Inservice Day Meeting - Todays Meet -
http://www.todaysmeet.com/CattyCCbegin with ??? for questions
begin with *** to share resources
Agenda
1. Keystone Exam Update2. Project Based Assessment Update
3. PA Alignment to CC
4. PSSA Transition Schedule
5. Aligning CC with the Framework for 21st Century Skills
6. Examination of Resources to Assist with Implementation of the CC
Keystone Exams
Project Based Assessments
PA Alignment to CC
PA Common Core - Draft Standards and Eligible Content -http://www.pdesas.org/Standard/CommonCoreEmphasis Guides -http://www.pdesas.org/Standard/CommonCore - PA Common Core Transition Guides - Math and ELA
Keystone Assessment Anchors and Item & Scoring Samplers -http://www.pdesas.org/module/assessment/Keystone.aspx
PSSA - Alignment to CC
Grades 3-5 - 2013 field testGrades 3-5 - 2014 implementation
Grades 6-8 - 2014 field test
Grades 6-8 - 2015 implementation
looking to create a combined ELA assessment - eliminate separate writing assessment
Guide to Aligning the CC State Standards with the Framework for 21st Century Skills
ASSESSMENT & RIGOR
Webb's DoK Resources:
ELA Sample Objectives and Webb's DoK Levels - examples taken from WAT
http://www.zoomerang.com/Survey/WEB22EZN4RHEX8
Math Sample Objectives and Webb's DoK Levels - examples taken from WAT
http://www.zoomerang.com/Survey/WEB22EZN3UHEDH
Web Alignment Tool
Website Resources:
Alignment to Common CoreMath & the Common Core
Focus and coherence¨Focus on key topics at each grade level
¨Coherent progressions across grade levels
Balance of concepts and skills
¨Content standards require both conceptual understanding and procedural fluency
Mathematical practices
¨Foster reasoning and sense-making in mathematics
College and career readiness
¨Level is ambitious but achievable
Curriculum Alignment Resource:
Website Resources:
ELA & the Common Core
Reading
Balance of literature and informational texts
Text complexity
Writing
Emphasis on argument and informative / explanatory writing
Writing about sources
Speaking and Listening
Inclusion of formal and informal talk
Language
Stress on general academic and domain-specific vocabulary
Standards for reading and writing in history / social studies, science, and technical subjects ¨Complement rather than replace content standards in those subjects
¨Responsibility of teachers in those subject areas
Alignment with college and career readiness expectations